“If the US is going to develop a Strategic Plan for dealing with a country, they better first study its history and culture” Husain Haqqani, former Pakistan Ambassador to the US, personal communication Feb. 6, 2015.
EQ: What are the essential aspects of change process?
Change must be understood as a process before it can be pursued as a goal.
Change is a process not an event.
Start with good ideas, present them well, listen to doubters, and build relationships.
Design (don’t dictate) can’t mandate what matters.
Recognize arrival at “new state” and support support support.
Process: Focus on a small number of powerful proven factors associated with managing successful change at the school district level (see Fullan)
In Principle Centered Leadership, Covey summarizes his description of Lewin’s Force-Field analysis by stating, “When people become involved in the problem, they become significantly and sincerely committed to coming up with solutions to the problem” (1991, p. 221)
Freeze, Provide Safety Net, Unfreeze
- Shared mission and vision – why are we doing what we are doing, what is our purpose, what is the reason we come to work everyday etc.
- Current state of alignment… are the current activities aligned with achieving the mission. School mission has changed from “learning for some” to “learning for all” vocation ed vs. college prep for example. See dimension of school organization.
- Understanding the psychological and cultural restraining forces. Critical step is how to turn restraining forces into driving forces – build trust, empower in order to get hearts of teachers etc. See dimensions below.
- Transform restraining forces (mistrust, self-betrayal, control style, misalignment) (Leaders primary job)
8 Dimensions of School Organization – Dotted circle (external impacts, NCLB for example)
- Shared mission (at center)
- Self (personal alignment) The principle is Character and Competence
- People (Interpersonal relationships) Release style happens with Relationship building Trust building etc.
- Mission drives strategies (strategies: road map)
- Are strategies aligned to mission (Do we reward competition but give PD on cooperation)
- Systems (evaluations, achievement data, hiring practices matched with programs) and 8. Structure (how time, space, resources etc are used) align with strategies to achieve mission and vision.
Bolman and Deal in Reframing the Path to School Leadership (2002, p. 118) state,
“Jaime, that’s the most important thing a principal does. Keep the faith, so everyone else doesn’t lose theirs.” This phrase shows the importance of leadership on many levels. First, a leader must be faithful to the mission of the organization and help people keep their “eye on the prize” as the tough work of change takes place. Secondly, leaders should not focus too much of their attention on the technical aspect of implementing the new initiative. Rather, the leader should work to unite people and keep focus on the big picture. Symbolically walk along side people during the period of change and give faith and hope to everyone by “keeping the faith” as Bolman and Deal put it. Fullan calls it “enthusiasm” meaning keep the faith.
Fullan says Ready, Fire, Aim: We will not ever have all the pieces so we can not wait to begin… we can work on mission while working on the other ends as well i.e. structure, strategies etc. as well as mission goals. Ready, Fire, Aim also means not renewing contracts for people who won’t get on board.
Blanchard “Seven Things Happen When People Find Themselves in a Situation of Change”
- Doing something that they are not used to doing (implementation dip – feeling awkward, ill-at ease, self-conscious)
- Thinking first what you have to give up, not what you have to gain (grieving for what will be lost).
- Feeling alone, even if others are going through the change (structure exchanges because people can’t think of it naturally).
- People can handle only so much change (a few maybe okay; too many are overwhelming).
- People are at different levels of readiness for change (not good or bad; don’t label or be judgmental; also it can be ituational).
- PEOPLE WILL BE CONCERNED THAT THEY DON’T HAVE ENOUGH RESOURCES (people need help realizing that there are more resources around them than they thought).
- IF THE PRESSURE IS OFF, PEOPLE WILL REVERT BACK TO OLD BEHAVIOR (relapse is natural; yelling doesn’t work).
Paradigms and Paradigms shifts: (way we see things) our MAP.
From the “Description” you provided in the Ice-Breaker, consider the changes you believe are needed to move your school forward in achieving higher levels of 21st century teaching and learning.
Consider these change “steps” / aspects for increasing 21st century skills:
1/Vision (outcomes and indicators) – what are the skills and how do we get there?
What is it that the tax payers want to see in their schools? Build the case for change
3/Align the system
Skills Map; infrastructure – “the size of the plan is opposite its usefulness” –D. Reeves
Build professional capacity. Drive PD towards student outcomes (curr/instruction/assessment). Budget to support PD allocated. Evaluation of teachers in their use of the new learning
Consider what’s assessed and reported, performance based assessments, portfolio use etc.
Problem Based Learning (PBL) Understanding by Design (UBD), critically consume and create – student produced work- focus on student work and examplars. P’s (produce, publish), C’s (create, collaborate)
6/Support the Teachers in the Classroom
Move from present (happening in some places) to prevalent (happening throughout school/system)
7/ Engage in continuous improvement
Environment/Climate Changes Issues
Initiative Implementation Challenges/Issues
Identify Adaptive Challenges/Issues Brainstorm
What are the social forces at play?
Explore the issue from different levels of the system. Identify and name the factors impeding or leading lack of success, and describe the change process you would implement. Be specific regarding your approach and why you believe it to be the best way to proceed. Consider the “political map” concept in your response.
Antecedents: Anything that precedes excellence. What were the elements that lead to success? Cause and effect relationships. Three types 1/Leadership Behaviors – administrative structures and learning conditions 2/Instructional Strategies – teacher-student practices 3/Causes – teacher behaviors routines (classroom routines, assessments etc)
Vision, Align Resources, Implement!